Submission ID 118336
| Issue/Objective | Internally displaced persons have a high burden of mental health problems, yet access to psychosocial support remains limited in resource-constrained settings. Mobile-based life skills education (mLSE) offers a scalable solution for enhancing resilience and coping. This study presents a cross-sectional analysis of baseline survey data collected by our research team as part of the Rebuilding Emotional Stability and Strength Through Therapeutic and Life-Skills Education for Internally Displaced Persons in Nigeria trial, a hybrid type II effectiveness-implementation cluster randomized controlled trial. This study aims to identify determinants of mLSE interest among IDPs in Northern Nigeria and help guide targeted, technology-informed mental health strategies that align with broader global health goals of equity, innovation, and access in displacement contexts. |
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| Methodology/Approach | Cross-sectional data were collected from 220 IDPs residing in Durumi and Wassa camps between September 2024 and January 2025. Participants were sampled through a random stratified approach. Elastic net and modified, robust Poisson regression models were utilized in R version 4.4.2 for variable selection and to estimate prevalence ratios for mLSE interest. Interaction effects between age, gender, education, and psychological counseling history were examined to assess subgroup variations. |
| Results | Among participants, 48.64% (n = 107) expressed interest in mLSE; 74.77 % were female, and 25.23% were male. Young adults aged 20 to 24 with a history of counseling had higher interest (APR = 3.49 [(1.72-7.10]), whereas males with counseling experience exhibited lower interest (APR = 0.33 [0.19-0.57]). Secondary education or higher was associated with an increased likelihood of mLSE interest (APR = 2.27 [1.59-3.26]). Significant interaction effects revealed that males aged 30-34 were less interested (APR = 0.09 [0.01-0.75]) in mLSE. Cultural factors influenced interest, with distinct patterns emerging across camp locations and demographic groups. |
| Discussion/Conclusion | Our findings highlight the need to adapt digital education strategies to reflect users' counseling history, education level, gender, and cultural background. Mobile-based delivery of life skills education enables equitable access to psychosocial interventions for displaced communities in remote areas with limited health infrastructure. These insights can inform future implementation efforts that bridge the digital divide while ensuring equitable access to mental health education. |
| Presenters and affiliations | Andem Effiong Etim Duke Dalhousie University Faculty of Medicine - Department of Psychiatry Andem Effiong Etim Duke Dalhousie University Faculty of Medicine - Department of Psychiatry Bala Isa Harri Dalhousie University Faculty of Medicine - Department of Psychiatry Rita Orji Dalhousie University Faculty of Computer Science Ejemai Eboreime Dalhousie University Faculty of Medicine - Department of Psychiatry |
